2017 engineering skills year 12 - centenary heights state ... · knowledge and understanding...

2017

ENGINEERING SKILLS Year 12

General information and guidelines about the Expectations, Safety and Behaviour in Industrial Technology and Design (ITD)

COURSE EXPECTATIONS and REQUIREMENTS for SENIOR ITD

You are asked to line up outside the room quietly, keeping a clear area for all other students and teachers, before entering (only under teacher supervision) for lessons,

Aprons are not compulsory but strongly recommended. Teachers are not be responsible for damage to uniforms.

WH&S requires the use of covered leather shoes. Open shoes or thongs are not permitted. School policy states the use of formal black shoes.

You are required to bring, safety glasses, ear plugs, a pencil (H or 2H or pacer), an eraser and biro with you to each lesson.

You are expected to complete all components of this course to the best of your ability (Practical and Theory)

You will be required to complete mandatory catch-up sessions in breaks if practical work falls behind.

You may lose the privilege of leaving school (period 4) on a Tuesday afternoon if theory is not complete or on task. This time will be spent in the library catching up on the required theory.

You may be involved in Homework club if Theory is behind schedule. MACHINE SAFETY

Machinery or tools may only be used only after teacher permission and teacher instruction. Only the operator is permitted in the safety area designated by the yellow lines. Eye protection is required to be worn at all times. A machine that is operating may not be left unattended. It is essential that it is shut down. DO NOT attempt to hold work by hand when carrying out machine operations such as drilling.

Materials are required to be secured by either machine vice or hand vice. It is essential that hands are kept clear of unguarded moving parts of machines. Guards are required to be in place before any machine is switched on. The isolating switch of the machine is to be switched off before any adjustments or maintenance is

performed on the machine. No machinery is to be touched unless directed by the teacher.

The majority of accidents are caused by the human factors of ignorance, carelessness or disobedience. The observation of common-sense principles of safe working practice and safe working habits is essential. Once you have been instructed and trained in the different safety practices and use of equipment it is your obligation and responsibility to follow and maintain these safe practices. Jamie Hunt (Subject Co-ordinator) Maryanne Walsh (Principal) I ________________________________ of _______________ (state your class) have read and understood the above Course expectations and safety procedures. I will endeavour to carry them out at all times and to the best of my ability. Failure to do so may impose sanction in accordance with our Code of School Behaviour and/or place me at risk of remaining in the subject. STUDENT: _____________________________________ DATE: _____/_____/2017

Rationale Technology has been an integral part of society for as long as humans have had the desire to create products to improve their quality of life. In an increasingly technological and complex world, it is important to develop the knowledge, understanding and skills associated with traditional and contemporary tools and materials used by Australian manufacturing industries to create products. The furnishing manufacturing industry transforms raw materials into products wanted by society. This adds value for both enterprises and consumers. Australia, as one of the most developed economies in the world, has strong manufacturing industries that provide employment for many people. The Furnishing Skills subject focuses on the underpinning industry practices and production processes required to manufacture furnishing products with high aesthetic qualities. The furnishing industry comprises a wide range of fields, including soft furnishing, commercial and household furniture-making, cabinet-making and upholstering. Furnishing products can be manufactured from a range of materials such as textiles, timber, polymers, composites and metals. This subject provides a unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills. The subject includes two core topics — ‘Industry practices’ and ‘Production processes’. Industry practices are used by manufacturing enterprises to manage the manufacturing of products from raw materials. Production processes combine the production skills and procedures required to create products. Students explore the knowledge, understanding and skills of the core topics through selected industry-based electives in response to local needs, available resources and teacher expertise. Through both individual and collaborative learning experiences, students learn to meet customer expectations of product quality at a specific price and time. The majority of learning is done through manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work. By doing manufacturing tasks, students develop transferable skills relevant to a range of industry-based electives and future employment opportunities. They understand industry practices, interpret specifications, including information and drawings, demonstrate and apply safe practical production processes with hand/power tools and equipment, communicate using oral, written and graphical modes, organise, calculate and plan production processes and evaluate the products they create using predefined specifications. A course of study in Furnishing Skills can establish a basis for further education and employment in the furnishing industry. With additional training and experience, potential employment opportunities may be found in furnishing trades as, for example, a furniture-maker, wood machinist, cabinet-maker, polisher, shopfitter, upholsterer, furniture restorer, picture framer, floor finisher or glazier.

ASSESSMENT ITEMS & DATES

Summary of Assessment as per Student Profile

SEMESTER

1

DESCRIPTION DATE DUE

Induction Test - Safety

Workbook 1

Major Project – TOOL BOX

Draft - Multimodal Power point for TOOL BOX

Final - Multimodal Power point for TOOL BOX

Record book

SEMESTER 2


Major Project – G CLAMP or Similar

Draft - Multimodal Power point for G CLAMP

Final - Multimodal Power point for G CLAMP

On-Guard Safety Certificates (Complete half the list in back of Folio)

Record book

SEMESTER 3


Major Project – MACHINE VICE

Draft - Multimodal Power point for MACHINE VICE

Final - Multimodal Power point for MACHINE VICE

Record book

SEMESTER 4


Major Project –CAMP BBQ or TV Bracket

Draft - Multimodal Power point for CAMP BBQ or TV Bracket

Final - Multimodal Power point for CAMP BBQ or TV Bracket

On-Guard Safety Certificates (All completed)

Record book

FINAL ASSIGNMENTS - Please Submit a Digital and printed copy to your teacher

Year 12 PROFILE

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1

Unit 1 The Engineering Industry Introduction and Safety

1 Examination F

Unit 2 Engineering Industry production processes and product quality

2 Project

(Tool Box & Multimodal)

F

3 Practical

Demonstration (Bush Drift)

F

2 Unit 3 Communication and teamwork in engineering enterprises

4

Project (G Clamp -

Multimodal plus Tack Hammer)

F

Interim Standards

Interim Level of Achievement

3 Unit 4 Welding, fabrication and Machine enterprise

5 Project

(Machine Vice & Multimodal)

S

6 Practical

Demonstration (Meat Mallet)

S

4 Unit 5 Working cooperatively in engineering workplaces

7

Project (Wall Bracket or CAMP BBQ & Multimodal)

S

8 Practical

Demonstration (Dice)

S

Exit standards

Exit level of achievement

Unit number and description Timein hours

Electives Core concepts and ideas

Asses N

o. Assessment technique,

description and conditions Dimensions

1 Unit 1: The Engineering Industry Introduction and Safety The unit introduces students to the industry practices and production processes associated with manufacturing enterprises in the engineering industry. Engineering products are created safely at an appropriate quality in recognition of customer expectation of value at a particular price. Product quality depends on tradespeople understanding industryspecific skills, procedures, tools, materials and specifications.

15 Fitting and machining

Sheet metal working

Welding and fabrication

Industry practices• Manufacturing enterprises • Workplace health and safety • Personal and interpersonal skills • Product quality Production processes • Specifications • Tools • Materials

1 ExaminationShort response safety test, requiring a response of 50-150 words 60.0–90.0 minutes

• Knowing and understanding

1 Unit 2: Engineering industry production processes and product quality The unit builds on previous learning of industry practices and production processes used in the creation of quality products for the engineering industry. The accurate interpretation of industry-specific technical drawings and information contained in specifications facilitates the creation of quality products.



Industry practicesManufacturing enterprises Workplace health and safety Personal and interpersonal skills Product quality Production processes

Specifications Tools Materials

2

3

ProjectStudents to Individually manufacture a Cantilever Tool Box as specified on a basic drawing. • Product component

Cantilever Tool Box • Multimodal — non-presentation

Digital. Allocated time: 25 hours

Maximum: 6 A4 pages Practical demonstration

Students demonstrate their skill individually to machine a bush drift on the lathe. Students are given a drawing with specifications. Evidence: Annotated Photographs. Teacher observations on instrument specific standards matrix. Allocated time: 10 hours

Knowing and understanding Analysing and applying Producing and evaluating


Sem

este

r

Semester



Asses

No.

Assessment technique, description and conditions

Dimensions

2 Unit 3: Communication and teamwork in engineering enterprises The unit introduces students to the industry practices associated with tradespeople, who work cooperatively in teams using production skills and procedures to safely create quality products from specifications. The unit builds on previous learning of industry practices and production processes used in the creation of quality products for the engineering industry.

55 • Sheet metal working



4 ProjectStudents will Individually manufacture a Drill Holder and a adjustable G Clamp as specified on basic drawings.

Product component Adjustable G Clamp

Multimodal — non-presentation Digital Construction Folio.

Allocated time: 10 hours Maximum: 6 A4 pages


3 Unit 4: Welding, fabrication and Machining enterprise The unit builds on previous learning of industry practices and production processes used in the safe creation of quality products for the engineering industry. Manufacturing enterprises, in the engineering industry, require tradespeople to cooperate when creating quality products. Products are created at a quality using production processes that recognise industry costs, price, competition and customer expectations of value.





5

6

ProjectStudents will individually manufacture Machine Vice for clients from predefined detailed specifications.

Product component Machine Vice

Multimodal — non-presentation Multimodal individual digital portfolio. Allocated time: 25

hours Maximum: 8 A4 pages Practical demonstration Students will individually demonstrateEngineering skills to produce the Meat Mallet. Students are given drawing specifications. Evidence will be in the form of student Workbooks and Teacher Observations. Allocated time: 20 hours



Semester



Asses

No.

Assessment technique, description and conditions

Dimensions

4 Unit 5: Working cooperatively in engineering workplaces The unit builds on previous learning of industry practices and production processes used in the safe creation of quality products for the engineering industry. Engineering enterprises, require workers to be effective team members focused on the safe and efficient creation of quality products.



Industry practices• Manufacturing enterprises • Workplace health and safety • Personal and interpersonal skills • Product quality

Production processes • Specifications • Tools • Materials

7 ProjectStudents will work in teams to manufacture CAMP BBQ (or similar product) for clients from predefined detailed specifications.

Product component CAMP BBQ (or similar product) completed in student groups. Evidence will include student notes and teacher observation recording sheets. Allocated time: 15 hours

Multimodal — non-presentation Individual annotated production journal. Allocated time: 10 hours Maximum: 8 A4 pages


8 Practical demonstrationIndividually students are to produce a Mild Steel Dice given predefined detailed specifications. Evidence will include visual evidence of annotatedphotographs and teacher observations. Allocated time: 10 hours

• Knowing and understanding • Analysing and applying • Producing and evaluating

STUDENT'S PRACTICAL PROJECTS

SEMESTER 3

1. Machine Vice 2. Meat Mallet - Tenderizer

SEMESTER 4

3. CAMP BBQ or TV BRACKET 4. Welded Dice

NOTE: If students fall behind in the project for whatever reason, efforts need to be made to catch up on lost time. This will include:

Catch up sessions in Lunch breaks

Attending school during exam block in normal timetabled sessions.

For-going leaving school on a Tuesday afternoon (to work on Theory component only)

REMINDERS: Each project has an associated MULTI-MODAL NON-PRESENTATION “Construction Folio” to be completed for assessment. It is the student’s responsibility to take “PHOTOGRAPHIC EVIDENCE” OF ALL

PROCESSES each lesson throughout the manufacturing process over the course of the Semester/Project. You must have your name tag in the background of each of your photos.

Each project requires students to complete a Material list, Job Costing and a Set-out of

the project. The Material list and Job Costing would generally take place before any material is cut up.

ASSOCIATED THEORY As per Student Profile in front of Folio, the Furnishing course over the next two years, requires three forms of theory to be complete. It is in your best interest to complete all theory to the best of your ability and in a proactive and timely manner. The theory includes the following: 1/ DAILY RECORD BOOK Entries in the Record book will be completed at the end of each lesson. Constructive sentences highlighting what you have done in the lesson are documented. Entries need to be neat, sentence structure needs to make sense, using the correct tool/process terminology. The Record book is your responsibility and will be randomly checked throughout the Term/Semester by your Teacher. 2/ WORKBOOK THEORY Students to complete “Workbook 1” (Work place Health and Safety Induction and associated theory) in own time for homework in Semester 1, with the support of the Senior Furnishing Textbook. The Induction test is set around week 3 in term 1, as per Student Assessment Planner. 3/ MULTI-MODAL PRESENTATIONS Students to complete a “Multimodal Presentation” (Construction Folio in Power Point) with each Major project each Semester. Due dates will be given to students (dates to be documented in front of folio) supplied by teacher and Student Assessment Planner. To successfully complete the Multi-modal, Students must:

1. Complete all pages of the Power point with detailed information (including sketches, plans, photos and images.

2. Take own photos of their project, throughout the manufacturing process, making sure you have your

name tag in the background of the photo.

3. Use the Teachers classroom IPad for photos only, NO MOBILE PHONES, as they can’t be relied on.

4. Utilise one theory lesson per fortnight (approximately) to work on Multi-modal in class and up-load

photos. (Photos will be located in folder on G Drive, Teacher will direct location)

5. Use the supplied Construction Folio Template/Format

6. Hand in a Draft copy, due at the end of each term. The draft will be printed out by each student and submitted by the due date for Teacher feedback. Please ensure TASK SHEET is attached for feedback.

FINAL ASSIGNMENTS - Please Submit a Digital and printed copy to your teacher

Pathway for Construction Folio Multimodal Presentation Template is as follows:

G: Curriculum/YR 12 / Engineering / Teacher’s Class file

SUBMISSION OF WORK

G: Curriculum /Submissions/ ITD /Engineering/Teacher’s Class File

TASK SHEET for MULTI-MODAL

PLEASE CIRCLE SUBJECT: FURNISHING ENGINEERING CONSTRUCTION

SEMESTER:

AREAS OF STUDY:

ASSESSMENT TYPE:

SPECIAL CONSIDERATIONS:

DRAFT DATE:

DUE DATE:

MULTIMODAL CHECKLIST

1. COVER PAGE (with all details including: Your Name, Year, Semester, Teacher’s Name

1. PHOTOGRAPHS

2. CONTENTS PAGE 2. TIMELINE

3. MATERIAL LIST& COSTING 3. EVALUATION

4. SAFETY, TOOLS & EQUIPMENT CONSIDERATIONS

5. CONSTRUCTION PROCEDURES

DRAFT FEEDBACK: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

STUDENT DECLARATION RESULTS

Student Name and PCG:

…………………………………………………………

I declare that the following/attached is all my own work.

Student’s Signature:

…………………………………………………………

Dimension Standard Achieved

Knowledge and Understanding

Analysing and applying

Producing and evaluating

Overall Exit Rating

Year 12 ENGINEERING MEAT MALLET Task This class assessment requires you to manufacture a MEAT MALLET as per the attached drawing. The Design is to be made from Aluminium rod and square. Processes will include the use of the following machines – Drilling Machine, Milling Machine and Metalwork Lathe. The processes of cutting a male thread (Die) and cutting a female thread (Tap) will also be involved. This project also requires the use of the verier calliper and micrometre Instructions 1.

You must present on or before the due date the following: - Materials table./Cutting list - Tools and equipment listings. Include all tools to be used - Manufacturing methods. Justify all decisions made - Any safety considerations - You must then manufacture the Meat Mallet from materials provided.

YEAR 12

ENGINEERING STUDIES SEMESTER 3

Student’s Name Unit Conditions

MEAT MALLET

Class time / own time teacher assistance Access to computers

Teacher’s Name Assessment Instrument Time

ALUMINIUM MEAT

MALLET

5 weeks

Due Date Criteria Assessed Perusal Time

Knowledge and Understanding Analysing and Applying Producing and Evaluating Refer to attached assessment marking criteria for specifics.

None

Instructions Monitoring of student progress will occur each Friday. Physical progress should be viewed each week.

Year 12 – Engineering Skills Meat Mallet – Practical Demonstration Student Name: ___________________________

A B C D E

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The student work has the following characteristics:

comprehensive description of industry practices in manufacturing the Meat Mallet

consistent and proficient demonstration of fundamental production skills of the Meat Mallet

informed and accurate interpretation of drawings and technical information of the Meat Mallet


detailed description of industry practices in manufacturing the Meat Mallet

effective demonstration of fundamental production skills of the Meat Mallet

effective interpretation of drawings and technical information of the Meat Mallet


description of industry practices in manufacturing the Meat Mallet

demonstration of fundamental production skills of the Meat Mallet

interpretation of drawings and technical information of the Meat Mallet


statements about industry practices in manufacturing the Meat Mallet

partial demonstration of aspects of fundamental production skills of the Meat Mallet

statements about drawings and technical information of the Meat Mallet


inconsistent statements of industry practices

minimal demonstration of aspects of fundamental production skills of the Meat Mallet

inconsistent statements about drawings and technical information of the Meat Mallet

Ana

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The student work has the following characteristics

thorough analysis of manufacturing tasks to proficiently organise materials and resources for the Meat Mallet

discerning selection and proficient application of production skills and procedures in manufacturing tasks of the Meat Mallet

coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the Meat Mallet


effective analysis of manufacturing tasks to organise materials and resources for the Meat Mallet

relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the Meat Mallet

effective use of visual representations, language conventions and features to communicate for particular purposes of the Meat Mallet


analysis of manufacturing tasks to organise materials and resources for the Meat Mallet

selection and application of production skills and procedures in manufacturing tasks of the Meat Mallet

use of visual representations, language conventions and features to communicate for particular purposes of the Meat Mallet


partial analysis of manufacturing tasks to organise some materials and resources for the Meat Mallet

partial application of aspects of production skills and procedures in manufacturing tasks of the Meat Mallet

vague use of visual representations, language conventions and features to somewhat communicate of the Meat Mallet


minimal organisation of some materials or resources for the Meat Mallet

minimal application of aspects of some production skills and procedures in manufacturing tasks of the Meat Mallet

unclear use of visual representations, language conventions and features that impedes communication of the Meat Mallet

Prod

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thorough planning and discerning adaptation of production processes for the Meat Mallet

proficient creation of the Meat Mallet that meets specifications

discerning evaluation of practices, processes and products, and valid recommendations made.


effective planning and adaptation of production processes for the Meat Mallet

methodical creation of the Meat Mallet that meets specifications with minor variations

effective evaluation of practices, processes and products, and plausible recommendations made.


planning and adaptation of production processes for the Meat Mallet

creation of the Meat Mallet from specifications

evaluation of practices, processes and products, and recommendations made.


partial planning of production processes for the Meat Mallet

creation of incomplete the Meat Mallet with obvious variation from specifications

superficial evaluation of practices, processes and products, and simple recommendations made


minimal planning of some production processes for the Meat Mallet

creation of aspects of the Meat Mallet

statements about practices, processes or products.

Year 12 ENGINEERING MACHINE VICE Task This class assessment requires you to manufacture a MACHINE VICE as per the attached drawing. The Design is to be made from Mild Steel. Processes will include the use of the following machines – Drilling Machine, Milling Machine and Metalwork Lathe. This project also requires the use of the verier caliper. Instructions 1.

You must present on or before the due date the following: - Materials table./Cutting list - Tools and equipment listings. Include all tools to be used - Manufacturing methods. Justify all decisions made - Any safety considerations - You must then manufacture the Machine Vice from materials provided.

YEAR 12



MACHINE VICE


Teacher’s Name Assessment Instrument Time

MACHINE VICE

12 weeks



None

Instructions Monitoring of student progress will occur each Friday. Physical progress should be viewed each week.

PLAN OF ACTION

Start ing at the beginning, write each of the MAJOR STEPS needed to make

your so lut ion. You may wish to sketch some of these steps. Remember that some steps may have severa l act ions, eg.-

My plan of act ion / work order wi l l be:-

Major Sequences – REFER TO LOG BOOK

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. Fitting a metal screw a) Drill clearance holes b) Drill root diameter hole for screw c) Drill countersink if required d) Fit metal screw

17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

23. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

24. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

25. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

28. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

29. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TIP - Make sure your teacher checks your sequence

Material List – Machine Vice

ITEM DESCRIPTION No. MATERIAL SIZE

Width x thickness

LENGTH Unit Cost Per metre

COST

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 TOTAL COST $

Year 12 – Engineering Skills Machine Vice – Project Student Name: ___________________________

A B C D E

Kno

win

g an

d un

ders

tand

ing


comprehensive description of industry practices in manufacturing the Machine Vice

consistent and proficient demonstration of fundamental production skills of the Machine Vice

informed and accurate interpretation of drawings and technical information of the Machine Vice


detailed description of industry practices in manufacturing the Machine Vice

effective demonstration of fundamental production skills of the Machine Vice

effective interpretation of drawings and technical information of the Machine Vice


description of industry practices in manufacturing the Machine Vice

demonstration of fundamental production skills of the Machine Vice

interpretation of drawings and technical information of the Machine Vice


statements about industry practices in manufacturing the Machine Vice

partial demonstration of aspects of fundamental production skills of the Machine Vice

statements about drawings and technical information of the Machine Vice



minimal demonstration of aspects of fundamental production skills of the Machine Vice

inconsistent statements about drawings and technical information of the Machine Vice

Ana

lysi

ng a

nd a

pply

ing


thorough analysis of manufacturing tasks to proficiently organise materials and resources for the Machine Vice

discerning selection and proficient application of production skills and procedures in manufacturing tasks of the Machine Vice

coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the Machine Vice


effective analysis of manufacturing tasks to organise materials and resources for the Machine Vice

relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the Machine Vice

effective use of visual representations, language conventions and features to communicate for particular purposes of the Machine Vice


analysis of manufacturing tasks to organise materials and resources for the Machine Vice

selection and application of production skills and procedures in manufacturing tasks of the Machine Vice

use of visual representations, language conventions and features to communicate for particular purposes of the Machine Vice


partial analysis of manufacturing tasks to organise some materials and resources for the Machine Vice

partial application of aspects of production skills and procedures in manufacturing tasks of the Machine Vice

vague use of visual representations, language conventions and features to somewhat communicate of the Machine Vice


minimal organisation of some materials or resources for the Machine Vice

minimal application of aspects of some production skills and procedures in manufacturing tasks of the Machine Vice

unclear use of visual representations, language conventions and features that impedes communication of the Machine Vice

Prod

ucin

g an

d ev

alua

ting


thorough planning and discerning adaptation of production processes for the Machine Vice

proficient creation of the Machine Vice that meets specifications



effective planning and adaptation of production processes for the Machine Vice

methodical creation of the Machine Vice that meets specifications with minor variations



planning and adaptation of production processes for the Machine Vice

creation of the Machine Vice from specifications



partial planning of production processes for the Machine Vice

creation of incomplete the Machine Vice with obvious variation from specifications



minimal planning of some production processes for the Machine Vice

creation of aspects of the Machine Vice


Year 12 – Engineering Skills Machine Vice – Multimodal Student Name: ___________________________

A B C D E

Kno

win

g an

d un

ders

tand

ing


comprehensive description of industry practices in manufacturing the Machine Vice

consistent and proficient demonstration of fundamental production skills of the Machine Vice

informed and accurate interpretation of drawings and technical information of the Machine Vice


detailed description of industry practices in manufacturing the Machine Vice

effective demonstration of fundamental production skills of the Machine Vice

effective interpretation of drawings and technical information of the Machine Vice


description of industry practices in manufacturing the Machine Vice

demonstration of fundamental production skills of the Machine Vice

interpretation of drawings and technical information of the Machine Vice


statements about industry practices in manufacturing the Machine Vice

partial demonstration of aspects of fundamental production skills of the Machine Vice

statements about drawings and technical information of the Machine Vice



minimal demonstration of aspects of fundamental production skills of the Machine Vice

inconsistent statements about drawings and technical information of the Machine Vice

Ana

lysi

ng a

nd a

pply

ing


thorough analysis of manufacturing tasks to proficiently organise materials and resources for the Machine Vice

discerning selection and proficient application of production skills and procedures in manufacturing tasks of the Machine Vice

coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the Machine Vice


effective analysis of manufacturing tasks to organise materials and resources for the Machine Vice

relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the Machine Vice

effective use of visual representations, language conventions and features to communicate for particular purposes of the Machine Vice


analysis of manufacturing tasks to organise materials and resources for the Machine Vice

selection and application of production skills and procedures in manufacturing tasks of the Machine Vice

use of visual representations, language conventions and features to communicate for particular purposes of the Machine Vice


partial analysis of manufacturing tasks to organise some materials and resources for the Machine Vice

partial application of aspects of production skills and procedures in manufacturing tasks of the Machine Vice

vague use of visual representations, language conventions and features to somewhat communicate of the Machine Vice


minimal organisation of some materials or resources for the Machine Vice

minimal application of aspects of some production skills and procedures in manufacturing tasks of the Machine Vice

unclear use of visual representations, language conventions and features that impedes communication of the Machine Vice

Prod

ucin

g an

d ev

alua

ting


thorough planning and discerning adaptation of production processes for the Machine Vice

proficient creation of the Machine Vice that meets specifications



effective planning and adaptation of production processes for the Machine Vice

methodical creation of the Machine Vice that meets specifications with minor variations



planning and adaptation of production processes for the Machine Vice

creation of the Machine Vice from specifications



partial planning of production processes for the Machine Vice

creation of incomplete the Machine Vice with obvious variation from specifications



minimal planning of some production processes for the Machine Vice

creation of aspects of the Machine Vice


Year 12 ENGINEERING CAMP BBQ

Task This class assessment requires you to manufacture a CAMP BBQ as per the attached drawing. The Design is to be made from Mild Steel - plate, angle, rod and flat supplied. The BBQ will be welded together with either/or the MIG Welder (Metal Inert Gas) or the Arc welder. Use of the Oxy-Acetylene will also be required to weld the angle frame and shape the legs. You are also required to complete a construction folio of the CAMP BBQ. Instructions

1. Research for the following and complete the construction folio: See criteria sheet for more information

- Materials - Processes - Tools

2. You must present on or before the due date the following:

- Materials table. You will need to work out the lineal metres required and use a price list for

additional fixtures - Tools and equipment listings. Include all tools to be used - Construction methods. Justify all decisions made - Any safety considerations

You must then construct the CAMP BBQ from materials provided.

YEAR 12



CAMP BBQ


Teacher’s Name Assessment Instrument Time MILD STEEL Wall Mount

Construction/Procedure Folio

16 weeks



None

Instructions Monitoring of student progress will occur each Friday.

Physical progress should be viewed each week.

BARBEQUE

MATERIAL LIST – Mild Steel

M.S. PLATE 1 @ 500 X 300 X 6

SIDE ANGLE 2 @ 25 X 25 X 650 2 @ 25 X 25 X 300 GRATE 5 @ 12 X 6 X 310 HINGE 4 @ 25 X 3 X 80 STOP 2 @ 12 X 6 X 75 LEG 2 @ 12 X 700 LIST OF TOOLS ______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

_________________________________________________________________________

PROCEDURE

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

___________________________________________________________________

Material List – Student List - BBQ


Width x thickness


COST

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 TOTAL COST $

Year 11 – Engineering Skills CAMP BBQ – Project Student Name: ___________________________

A B C D E

Kno

win

g an

d un

ders

tand

ing


comprehensive description of industry practices in manufacturing the CAMP BBQ

consistent and proficient demonstration of fundamental production skills of the CAMP BBQ

informed and accurate interpretation of drawings and technical information of the CAMP BBQ


detailed description of industry practices in manufacturing the CAMP BBQ

effective demonstration of fundamental production skills of the CAMP BBQ

effective interpretation of drawings and technical information of the CAMP BBQ


description of industry practices in manufacturing the CAMP BBQ

demonstration of fundamental production skills of the CAMP BBQ

interpretation of drawings and technical information of the CAMP BBQ


statements about industry practices in manufacturing the CAMP BBQ

partial demonstration of aspects of fundamental production skills of the CAMP BBQ

statements about drawings and technical information of the CAMP BBQ



minimal demonstration of aspects of fundamental production skills of the CAMP BBQ

inconsistent statements about drawings and technical information of the CAMP BBQ

Ana

lysi

ng a

nd a

pply

ing


thorough analysis of manufacturing tasks to proficiently organise materials and resources for the CAMP BBQ

discerning selection and proficient application of production skills and procedures in manufacturing tasks of the CAMP BBQ

coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the CAMP BBQ


effective analysis of manufacturing tasks to organise materials and resources for the CAMP BBQ

relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the CAMP BBQ

effective use of visual representations, language conventions and features to communicate for particular purposes of the CAMP BBQ


analysis of manufacturing tasks to organise materials and resources for the CAMP BBQ

selection and application of production skills and procedures in manufacturing tasks of the CAMP BBQ

use of visual representations, language conventions and features to communicate for particular purposes of the CAMP BBQ


partial analysis of manufacturing tasks to organise some materials and resources for the CAMP BBQ

partial application of aspects of production skills and procedures in manufacturing tasks of the CAMP BBQ

vague use of visual representations, language conventions and features to somewhat communicate of the CAMP BBQ


minimal organisation of some materials or resources for the CAMP BBQ

minimal application of aspects of some production skills and procedures in manufacturing tasks of the CAMP BBQ

unclear use of visual representations, language conventions and features that impedes communication of the CAMP BBQ

Prod

ucin

g an

d ev

alua

ting


thorough planning and discerning adaptation of production processes for the CAMP BBQ

proficient creation of the CAMP BBQ that meets specifications



effective planning and adaptation of production processes for the CAMP BBQ

methodical creation of the CAMP BBQ that meets specifications with minor variations



planning and adaptation of production processes for the CAMP BBQ

creation of the CAMP BBQ from specifications



partial planning of production processes for the CAMP BBQ

creation of incomplete the CAMP BBQ with obvious variation from specifications



minimal planning of some production processes for the CAMP BBQ

creation of aspects of the CAMP BBQ


Year 11 – Engineering Skills CAMP BBQ – Multimodal Student Name: ___________________________

A B C D E

Kno

win

g an

d un

ders

tand

ing


comprehensive description of industry practices in manufacturing the CAMP BBQ

consistent and proficient demonstration of fundamental production skills of the CAMP BBQ

informed and accurate interpretation of drawings and technical information of the CAMP BBQ


detailed description of industry practices in manufacturing the CAMP BBQ

effective demonstration of fundamental production skills of the CAMP BBQ

effective interpretation of drawings and technical information of the CAMP BBQ


description of industry practices in manufacturing the CAMP BBQ

demonstration of fundamental production skills of the CAMP BBQ

interpretation of drawings and technical information of the CAMP BBQ


statements about industry practices in manufacturing the CAMP BBQ

partial demonstration of aspects of fundamental production skills of the CAMP BBQ

statements about drawings and technical information of the CAMP BBQ



minimal demonstration of aspects of fundamental production skills of the CAMP BBQ

inconsistent statements about drawings and technical information of the CAMP BBQ

Ana

lysi

ng a

nd a

pply

ing


thorough analysis of manufacturing tasks to proficiently organise materials and resources for the CAMP BBQ

discerning selection and proficient application of production skills and procedures in manufacturing tasks of the CAMP BBQ

coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the CAMP BBQ


effective analysis of manufacturing tasks to organise materials and resources for the CAMP BBQ

relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the CAMP BBQ

effective use of visual representations, language conventions and features to communicate for particular purposes of the CAMP BBQ


analysis of manufacturing tasks to organise materials and resources for the CAMP BBQ

selection and application of production skills and procedures in manufacturing tasks of the CAMP BBQ

use of visual representations, language conventions and features to communicate for particular purposes of the CAMP BBQ


partial analysis of manufacturing tasks to organise some materials and resources for the CAMP BBQ

partial application of aspects of production skills and procedures in manufacturing tasks of the CAMP BBQ

vague use of visual representations, language conventions and features to somewhat communicate of the CAMP BBQ


minimal organisation of some materials or resources for the CAMP BBQ

minimal application of aspects of some production skills and procedures in manufacturing tasks of the CAMP BBQ

unclear use of visual representations, language conventions and features that impedes communication of the CAMP BBQ

Prod

ucin

g an

d ev

alua

ting


thorough planning and discerning adaptation of production processes for the CAMP BBQ

proficient creation of the CAMP BBQ that meets specifications



effective planning and adaptation of production processes for the CAMP BBQ

methodical creation of the CAMP BBQ that meets specifications with minor variations



planning and adaptation of production processes for the CAMP BBQ

creation of the CAMP BBQ from specifications



partial planning of production processes for the CAMP BBQ

creation of incomplete the CAMP BBQ with obvious variation from specifications



minimal planning of some production processes for the CAMP BBQ

creation of aspects of the CAMP BBQ


Year 12 ENGINEERING Dice

Task This class assessment requires you to manufacture a Dice as per the attached drawing. The Design is to be made from Mild Steel - plate, angle, rod and flat supplied. The Dice will be welded together with either/or the MIG Welder (Metal Inert Gas). Instructions

3. You must present on or before the due date the following: - Materials table. - Tools and equipment listings. Include all tools to be used - Construction methods. Justify all decisions made - Any safety considerations

You must then construct the Dice from materials provided.

YEAR 12



Dice


Teacher’s Name Assessment Instrument Time MILD STEEL

Welding -

2 Weeks



None

Instructions Monitoring of student progress will occur each Friday.

Physical progress should be viewed each week.

DICE PROJECT

PLAN OF ACTION

Start ing at the beginning, write each of the MAJOR STEPS needed to make

your so lut ion. You may wish to sketch some of these steps. Remember that some steps may have severa l act ions, eg. -

My plan of act ion / work order wi l l be:-

Major Sequences

1 . ……………………………………………………………………………………………………………

2. ……………………………………………………………………………………………………………

3. ……………………………………………………………………………………………………………

4. ……………………………………………………………………………………………………………

5. ……………………………………………………………………………………………………………

6. ……………………………………………………………………………………………………………

7. ……………………………………………………………………………………………………………

8. ……………………………………………………………………………………………………………

9. ……………………………………………………………………………………………………………

10. ……………………………………………………………………………………………………………

11. ……………………………………………………………………………………………………………

12. ……………………………………………………………………………………………………………

13. ……………………………………………………………………………………………………………

14. ……………………………………………………………………………………………………………

15. ……………………………………………………………………………………………………………

16. ……………………………………………………………………………………………………………

17. ……………………………………………………………………………………………………………

18. ……………………………………………………………………………………………………………

19. ……………………………………………………………………………………………………………

20. ……………………………………………………………………………………………………………

21. ……………………………………………………………………………………………………………

22. ……………………………………………………………………………………………………………

23. ……………………………………………………………………………………………………………

24. ……………………………………………………………………………………………………………

25. ……………………………………………………………………………………………………………

26. ……………………………………………………………………………………………………………

Material List - DICE


Width x thickness


COST

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 TOTAL COST $

Year 12 – Engineering Skills Dice – Practical Demonstration Student Name: ___________________________

A B C D E

Kno

win

g an

d un

ders

tand

ing


comprehensive description of industry practices in manufacturing the Dice

consistent and proficient demonstration of fundamental production skills of the Dice

informed and accurate interpretation of drawings and technical information of the Dice


detailed description of industry practices in manufacturing the Dice

effective demonstration of fundamental production skills of the Dice

effective interpretation of drawings and technical information of the Dice


description of industry practices in manufacturing the Dice

demonstration of fundamental production skills of the Dice

interpretation of drawings and technical information of the Dice


statements about industry practices in manufacturing the Dice

partial demonstration of aspects of fundamental production skills of the Dice

statements about drawings and technical information of the Dice



minimal demonstration of aspects of fundamental production skills of the Dice

inconsistent statements about drawings and technical information of the Dice

Ana

lysi

ng a

nd a

pply

ing


thorough analysis of manufacturing tasks to proficiently organise materials and resources for the Dice

discerning selection and proficient application of production skills and procedures in manufacturing tasks of the Dice

coherent and succinct use of visual representations, language conventions and features to communicate in the manufacture of the Dice


effective analysis of manufacturing tasks to organise materials and resources for the Dice

relevant selection and purposeful application of production skills and procedures in manufacturing tasks of the Dice

effective use of visual representations, language conventions and features to communicate for particular purposes of the Dice


analysis of manufacturing tasks to organise materials and resources for the Dice

selection and application of production skills and procedures in manufacturing tasks of the Dice

use of visual representations, language conventions and features to communicate for particular purposes of the Dice


partial analysis of manufacturing tasks to organise some materials and resources for the Dice

partial application of aspects of production skills and procedures in manufacturing tasks of the Dice

vague use of visual representations, language conventions and features to somewhat communicate of the Dice


minimal organisation of some materials or resources for the Dice

minimal application of aspects of some production skills and procedures in manufacturing tasks of the Dice

unclear use of visual representations, language conventions and features that impedes communication of the Dice

Prod

ucin

g an

d ev

alua

ting


thorough planning and discerning adaptation of production processes for the Dice

proficient creation of the Dice that meets specifications



effective planning and adaptation of production processes for the Dice

methodical creation of the Dice that meets specifications with minor variations



planning and adaptation of production processes for the Dice

creation of the Dice from specifications



partial planning of production processes for the Dice

creation of incomplete the Dice with obvious variation from specifications



minimal planning of some production processes for the Dice

creation of aspects of the Dice


2017 engineering skills year 12 - centenary heights state ... · knowledge and understanding...

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